The form of apprenticeship education and training which thus developed, from an educational point of view, forms for us the important feature of the history of these craft guilds. With the subdivision of labor and the development of new trades the craft-guild idea was extended to the new occupations, and a steady stream of rural labor flowing to the towns was absorbed by them and taught the elements of social usages, self- government, and the mastery of a trade. Throughout all the long period up to the nineteenth century this apprenticeship education in a trade and in self-government constituted almost the entire formal education the worker with his hands received. The sons of the barbarian invaders, as well as their knightly brothers, at last were busy learning the great lessons of industry, coöperation, and personal loyalty. Here begins, for western Europe, "the nobility of labor--the long pedigree of toil." So well in fact did this apprentice system of training and education meet the needs of the time that it persisted, as was said above, well into the nineteenth century (Rs. 200, 201, 242, 243), being displaced only by modern power machinery and systematized factory methods. During the later Middle Ages and in modern times it rendered an important educational service; in the later nineteenth century it became such an obstacle to educational and industrial progress that it has had to be supplemented or replaced by systematic vocational education. INFLUENCE OF THESE NEW MOVEMENTS. We thus see, by the end of the twelfth century, a number of new influences in western Europe which point to an intellectual awakening and to the rise of a new educated class, separate from the monks and clergy on the one hand or the nobility on the other, and to the awakening of Europe to a new attitude toward life. Saracen learning, filtering across from Spain, had added materially to the knowledge Europe previously had, and had stimulated new intellectual interests. Scholasticism had begun its great work of reorganizing and systematizing theology, which was destined to free philosophy, hitherto regarded as a dangerous foe or a suspected ally, from theology and to remake entirely the teaching of the subject. Civil and canon law had been created as wholly new professional subjects, and the beginnings of the teaching of medicine had been made. Instead of the old Seven Liberal Arts and a very limited course of professional study for the clerical office being the entire curriculum, and Theology the one professional subject, we now find, by the beginning of the thirteenth century, a number of new and important professional subjects of large future significance--subjects destined to break the monopoly of theological study and put an end to logistic hair-splitting. The next step in the history of education came in the development of institutions where thinking and teaching could be carried on free from civil or ecclesiastical control, with the consequent